Narrative Prompt:​ You have been contacted by a school or community organization to create a unit for help

learners ​use ukuleles to make music​ and ​explore music to develop empathy and cultural competence​. The
organization has asked you to create a unit curricula that can be used by multiple teachers (including you) that will
be clear enough to allow for unity in the learning/activities of each class/group, but allow for adaptability for
specifics of each group of learners and each teacher.

Use the setting of your practicum placement (if you are JMUke, pick one setting) as the basis for this curricula. You
will turn in a completed and well-thought-out curriculum plan using the UbD template below. You may work alone
or in groups of no more than four. Feel welcome to use and adapt the songs/goals you have begun to generate
already in your leadership assignments. Also, you may want to draw on the readings you have done for your
Scholarship project to shape how you frame learning and teaching here.

Unit Name: Community Setting  

Context Statement:​ F​ or our curriculum, we will be using the ukulele environment of the brewery, as it was one of
the practicum settings. As such, the clientele will be mostly young adults, with some older adults mixed in.

Stage 1 - Desired Results 

 

Standards: Goals:

● HGI.10 The student
will demonstrate
ensemble skills at a
beginning level,
including
1. blending and
balancing;
2. making
adjustments to
facilitate correct
intonation;
3. matching dynamic
levels and playing
style;
5. maintaining a
steady beat at various
tempos in the music
literature being
studied.
● HGII.9 The student
will demonstrate
● I can adjust my singing and playing to fit what the leader and rest of the
group are doing by using dynamics, intonation, speed, and strum
patterns.
● I can use criteria such as interpreting texts and listening to text-painting
to discuss artistic intent and evaluate music.
● I can use my experiences gained at JMUke events to better understand
the value of music making as a community
● I can strum chords using proper technique
● I can accurately read chord charts, and apply the chords to the song being
interacted with
● I can recognize individual sections of a song including verses, choruses,
etc.
● I can understand how the genre of a song can influence the way in which
is it performed
 proper guitar
techniques, including
1. production of clear
tone;
2. right-hand
techniques
3. left-hand
techniques
● HGII.1 The student
will echo, read, and
notate music,
including
2. using chord charts;
● HG.7 The student will
investigate the role of
music in society by
2. examining various
opportunities to
experience music in
the community
● HGI.19 The student
will investigate
aesthetic concepts
related to music by
3. identifying ways in
which music evokes
sensory, emotional,
and intellectual
responses, including
ways in which music
can be persuasive;
● HG.11 The student
will investigate
aesthetic concepts
related to music by
1. explaining how the
context of a musical
work’s creation may
influence its meaning
and value
● HG.5 The student will
investigate
characteristics of
musical sounds by
1. employing
elements of music,
including melody,
 rhythm, harmony,
form, and texture;
● HG.11 The student
will investigate
aesthetic concepts
related to music by
4. explaining the value
of music to the
community and to
society

Generative (Essential) Questions:

● What defines a skilled musician?
● How does music making reinforce community values, and inclusion?
● How does the setting in which music is being made change the overall experience?

Stage 2 - Evidence 
 

Checklist
● Students correctly ​identify​ chords based on tablature and color-coded notation.
● Students will aurally ​match​ sung notes to fit the texture of the chords.
● Students will be able to ​produce​ music with their voices, and the ukulele that is toneful, and in tune with
the rest of the group
● Students will ​categorize​ songs based on harmonic content and lyrics to determine genre and meaning.
● Students will be able to ​hypothesis​ how a song should be performed based on its genre, and and
strumming pattern.
● Students will ​consider​ different styles in which to sing and strum to best fit the context of the song.

Informal Assessments
● Participants are engaged and enjoying themselves.
● Participants do not seem lost, or confused
● Participants are participating for a majority of the time
● Participants are motivated to attend other JMUke events

Stage 3 – Learning Plan 

 

Day 1:
Goals:
● Learn basic strumming techniques
● Develop chord vocabulary and switching ability
● Read repertoire involving a minimal amount of chords
Procedure:
● Students will learn proper strumming technique and patterns by mimicking the instructor, who will model
proper technique. Teacher will float around and ensure that most/all people are strumming proper
 patterns and technique.
● Students will first learn a C chord and and an F chord.
● Students will learn music that includes no more than two chords, with the help of chord charts.

Day 2
Goals:
● Introduce strumming techniques with slightly more complex rhythm
● Continue developing chord vocabulary and switching ability.
● Introduce music with two more common chords
Procedure:
● Students will follow the teacher’s lead in practicing the strumming patterns in an isolated, non-musical
context. Teacher will observe from the front of the room to ensure fluency.
● Students will learn the G, and A minor chord, as modeled and constantly strum it in order to aurally make
corrections as necessary.
● Students will learn music that includes no more than four chords, with the help of chord charts.

Day 3
Goals
● Increase chord vocabulary to 6, to include E minor and D minor
● Introduce music that changes strumming patterns throughout
● Practice singing, and playing simple strumming patterns/chord changes at the same time
Procedure
● Students will learn the E minor and D minor chord, as modeled and constantly strum it in order to aurally
make corrections as necessary.
● The teacher will lead the students through practice exercises to help continue to establish all knowledge
learned thus far
● Students will play music that includes up to six chords and varied strumming patterns, with the help of
chord charts, while being accompanied by the instructor.

Final Assessment Rubric 

Goal/Quality No  Minimal  Meet  Exceeds 

Eviden Evidence  Expectations  Expectations 
ce 

1. Chord Playing Student Student is only Student is able to Student is able to play
only able to play half of play all presented chords without delay
plays the chords chords, only
open delaying switching
strings intermittently.

2. Strumming Patterns Student Student strums Student is able to Student strums

does not properly strum properly the properly at almost all
strum sometimes, and majority of the times while playing,
 properly, can strum with a time, and is able and is able to
and does steady rhythm for to play rhythmic consistently play
not play only a short patterns multiple rhythmic
any in amount of time consistently patterns
any kind
of steady
pattern

3. Singing Student Student attempts to Student is able to Student sings all parts
only sing, but can only sing most pitches of the songs with
speaks approximate pitch and words. accuracy and
expression.

4. Participation Student Student is present Student Student participates

is often in class, but often participates in in all class activities,
not does not class activities, and volunteers to
present participate and when the participate even
in class teacher asks them when not specifically
to called upon by the
teacher